AS History. Democracy and Nazism: Germany, /2O The Weimar Republic, Mark scheme June Version: 1.

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "AS History. Democracy and Nazism: Germany, /2O The Weimar Republic, Mark scheme June Version: 1."

Transcription

1 AS History Democracy and Nazism: Germany, /2O The Weimar Republic, Mark scheme 7041 June 2016 Version: 1.0 Final

2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students reactions to a particular paper. Assumptions about future mark schemes on the basis of one year s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk. Copyright 2016 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

3 June 2016 Democracy and Nazism: Germany, AS History Component 2O The Weimar Republic, Section A 01 With reference to these sources and your understanding of the historical context, which of these two sources is more valuable in explaining the impact of the 1923 hyperinflation crisis? [25 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: Answers will display a very good understanding of the value of the sources in relation to the issue identified in the question. They will evaluate the sources thoroughly in order to provide a well-substantiated conclusion. The response demonstrates a very good understanding of context L4: Answers will provide a range of relevant well-supported comments on the value of the sources for the issue identified in the question. There will be sufficient comment to provide a supported conclusion but not all comments will be well-substantiated, and judgements will be limited. The response demonstrates a good understanding of context L3: The answer will provide some relevant comments on the value of the sources and there will be some explicit reference to the issue identified in the question. Judgements will however, be partial and/or thinly supported. The response demonstrates an understanding of context L2: The answer will be partial. There may be either some relevant comments on the value of one source in relation to the issue identified in the question or some comment on both, but lacking depth and have little, if any, explicit link to the issue identified in the question. The response demonstrates some understanding of context L1: The answer will either describe source content or offer stock phrases about the value of the source. There may be some comment on the issue identified in the question but it is likely to be limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of context. 1-5 Nothing worthy of credit. 0 3 of 9

4 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Students must deploy knowledge of the historical context to show an understanding of the relationship between the sources and the issues raised in the question, when assessing the significance of provenance, the arguments deployed in the sources and the tone and emphasis of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2 at best. Answers should address both the value and the limitations of the sources for the particular question and purpose given. In responding to this question, students may choose to address each source in turn or to adopt a more comparative approach in order to arrive at a judgement. Either approach is equally valid and what follows is indicative of the evaluation which may be relevant. Source A: in assessing the value of this source as an explanation, students may refer to the following: Provenance and tone Source A is a statement from someone who experienced the hyperinflation; her family, which was one of fish merchants, would have been hard hit by inflation and so she is in a good position to describe its devastating effects she is describing her experiences in This may affect her account, e.g. hindsight could have affected her recollections of this time her tone is one of anger and resentment against the classes who did well out of the inflation. Content and argument Erna von Pustau argues that there were winners during this inflation. As she says many big businessmen, such as Hugo Stinnes, prospered during this time. In addition, as she points out, the people in the countryside were winners and this is supported by the fact that they benefitted from the barter economy that developed Pustau argues that the losers were the working classes and, particularly the middle classes. The impact for the middle classes was indeed devastating as they relied on pensions, fixed incomes and savings. However, the workers were not so badly affected as she argues; they were initially protected from the worst excesses of the hyperinflation because employers agreed with trade unions to index wages to living costs Pustau also says that the cause of the hyperinflation was unknown. She mentions that some thought the Jews were a possible cause, and certainly such views would have been encouraged by propaganda from the nationalist right-wing at this time which said that hyperinflation was a Jewish plot to ruin Germany. 4 of 9

5 Source B: in assessing the value of this source as an explanation, students may refer to the following: Provenance and tone as a member of the NSDAP we would expect Strasser to be against the Weimar Republic s policies. His socialist leanings and views about big business also explain his attack on business profiteers Strasser experienced hyperinflation first hand. However, he wrote this in 1947 as part of a book called Hitler and I. His purpose could thus have been to justify subsequent events in Germany, e.g. by saying that the future seemed hopeless his tone is one of anger against the government and against foreigners. Content and argument Strasser argues that the economic life of the country was ruined. This is supported by the fact that the value of the mark collapsed so that one dollar was worth 4, by mid- September 1923 he comments on the growth in anger, the desperation and the demonstrations. There was indeed widespread discontent leading to political radicalisation and violence; strikes, a communist uprising in Hamburg in October and shootings and civil unrest in a number of towns. The most significant uprising was the Munich Putsch in November 1923 Strasser talks about the hatred against foreigners who were seen as benefitting from the hyperinflation. This is supported by the tourist profiteering that took place, particularly in border areas. In arriving at a judgement as to the relative value of each source, students may conclude, e.g. that Source A is more valuable as it gives a non-political commentary from an ordinary German. Conversely, Source B has a more political angle on its analysis of the impact of inflation. However, both complement each other in suggesting how powerless ordinary Germany would have felt and how their anger and frustration could be channelled towards scapegoats. Any supported argument as to relative value should be fully rewarded. 5 of 9

6 Section B 02 Stresemann s foreign policy had done little to improve Germany s international position by Explain why you agree or disagree with this view. [25 marks] Target: AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. Generic Mark Scheme L5: Answers will display a good understanding of the demands of the question. They will be well-organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment leading to substantiated judgement L4: Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features. The answer will be effectively organised and show adequate communication skills. There will be analytical comment in relation to the question and the answer will display some balance. However, there may be some generalisation and judgements will be limited and only partially substantiated L3: The answer will show some understanding of the full demands of the question and the answer will be adequately organised. There will be appropriate information showing an understanding of some key features and/or issues but the answer may be limited in scope and/or contain inaccuracy and irrelevance. There will be some comment in relation to the question L2: The answer will be descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist L1: The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment. 1-5 Nothing worthy of credit. 0 6 of 9

7 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Arguments suggesting that Stresemann s foreign policy had done little to improve Germany s international position by 1929 might include: key aspects of the Treaty of Versailles remained intact: there had been no discussion about changing German borders or restoring the German minorities in the east, reparation payments remained onerous, military restrictions remained the changes Stresemann did achieve were limited, e.g. the early withdrawal of Allied troops from Rhineland was only a minor achievement, later than Stresemann had hoped and subject to French and British demands that withdrawal was linked to continued reparations payments France had developed close ties with Poland; this was a military threat against which Germany seemed relatively powerless and left her feeling hemmed in. Arguments challenging the view that Stresemann s foreign policy had done little to improve Germany s international position by 1929 might include: by the Dawes Plan, Germany s economic recovery was now underpinned by US loans in return for accepting an instalment plan for reparations payments, which could not be avoided anyway the Locarno Pact (1925) ensured that there could be no repetition of the French invasion of the Ruhr, as had occurred in 1923; Germany s western borders were secure Stresemann had not had to confirm Germany s eastern borders; there remained flexibility for a potential recovery of lost lands, particularly as the Treaty of Berlin (1926) had bought a virtual non-aggression pact with the Soviet Union and to a certain extent limited French attempts to restrain Germany in the east Germany s international reputation had been enhanced by its acceptance into the League of Nations in 1926 as a full member of the Council, and by its participation in the Kellogg- Briand Pact (1928). Good answers are likely to argue that although Stresemann had only achieved limited gains by 1929, in fact Germany was much less vulnerable than it had been in 1923 and that there was a much greater feeling of confidence and optimism in Germany about its international standing. It could be argued that Stresemann did as much as could in the international climate that existed at the time and his foreign policy laid the foundations for much of what Hitler achieved in the 1930s. 7 of 9

8 03 Von Schleicher was primarily responsible for Hitler becoming German chancellor in January Explain why you agree or disagree with this view. [25 marks] Target: AO1 Demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance. Generic Mark Scheme L5: Answers will display a good understanding of the demands of the question. They will be well-organised and effectively communicated. There will be a range of clear and specific supporting information showing a good understanding of key features and issues, together with some conceptual awareness. The answer will be analytical in style with a range of direct comment leading to substantiated judgement L4: Answers will show an understanding of the question and will supply a range of largely accurate information which will show an awareness of some of the key issues and features. The answer will be effectively organised and show adequate communication skills. There will be analytical comment in relation to the question and the answer will display some balance. However, there may be some generalisation and judgements will be limited and only partially substantiated L3: The answer will show some understanding of the full demands of the question and the answer will be adequately organised. There will be appropriate information showing an understanding of some key features and/or issues but the answer may be limited in scope and/or contain inaccuracy and irrelevance. There will be some comment in relation to the question L2: The answer will be descriptive or partial, showing some awareness of the question but a failure to grasp its full demands. There will be some attempt to convey material in an organised way although communication skills may be limited. There will be some appropriate information showing understanding of some key features and/or issues, but the answer may be very limited in scope and/or contain inaccuracy and irrelevance. There will be some, but limited, comment in relation to the question and statements will, for the most part, be unsupported and generalist L1: The question has not been properly understood and the response shows limited organisational and communication skills. The information conveyed is irrelevant or extremely limited. There may be some unsupported, vague or generalist comment. 1-5 Nothing worthy of credit. 0 8 of 9

9 Indicative content Note: This content is not prescriptive and students are not obliged to refer to the material contained in this mark scheme. Any legitimate answer will be assessed on its merits according to the generic levels scheme. Arguments suggesting that von Schleicher was primarily responsible for Hitler becoming German chancellor in January 1933 might include: as head of the army s political office, the Ministeramt, Schleicher had a lot of influence on Hindenburg and was at the heart of the political intrigues and machinations in the years 1930 to 1933 that led to Hitler s appointment, e.g. he had already influenced the appointment of Brüning in 1930 he was fundamentally anti-democratic with a reputation for deviousness and arrogance, believing that he was the strong man that Germany needed. He was in discussions with Röhm as early as 1931, promising closer links between the SA and the army as he thought the Nazis could be tamed and used in order further his own ambitions Schleicher s actions in directly led to Hitler getting into office; by replacing von Papen in December 1932, he opened the door to Papen s counter-intrigues that saw Hitler levered into office. Arguments challenging the view that von Schleicher was primarily responsible for Hitler becoming German chancellor in January 1933 might include: it might be argued that long-term factors weakening the Weimar Republic gave the Nazis their political opening, which ultimately meant that Hitler could not be ignored as a candidate for the chancellorship; such factors as: an unfavourable post-war legacy; economic collapse and constitutional weakness; traditional anti-democratic attitudes it is also possible to argue that the Nazis themselves skilfully took every opportunity the Republic s weaknesses gave them, making the NSDAP impossible to ignore as the largest party by 1932 Hitler s obvious personal appeal, promoted heavily by Nazi propaganda, is also another factor, as was Hitler s all or nothing strategy other individuals also played prominent roles, notably President Hindenburg, but also von Papen s intrigues in December 1932 and January 1933 were responsible in the short term for overcoming Hindenburg s reservations about appointing the Austrian corporal. There is no doubt a strong argument to be made that over time Schleicher, pursuing his own personal ambitions and agenda as well as those of the army, must carry a heavy responsibility for undermining democratic accountability and for institutionalising government by intrigue and calculation. There is also no doubt that Schleicher championed Hitler as someone who might do his dirty work for him. Nevertheless, it is impossible to ignore the range of wider factors, both long and short-term, which combined to put Hitler in power. A balanced conclusion might acknowledge Schleicher s key role, but would support a much more multi-causal explanation for Hitler s appointment as chancellor in January of 9

A-level HISTORY Paper 2K International Relations and Global Conflict, c Mark scheme

A-level HISTORY Paper 2K International Relations and Global Conflict, c Mark scheme A-level HISTORY Paper 2K International Relations and Global Conflict, c1890 1941 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

AS History. The Cold War, c /2R To the brink of Nuclear War; international relations, c Mark scheme.

AS History. The Cold War, c /2R To the brink of Nuclear War; international relations, c Mark scheme. AS History The Cold War, c1945 1991 7041/2R To the brink of Nuclear War; international relations, c1945 1963 Mark scheme 7041 June 2016 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment

More information

AS HISTORY Paper 2L Italy and Fascism, c Mark scheme

AS HISTORY Paper 2L Italy and Fascism, c Mark scheme AS HISTORY Paper 2L Italy and Fascism, c1900 1926 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers.

More information

AS History. Paper 2H France in Revolution, Additional Specimen Mark scheme. Version: 1.0

AS History. Paper 2H France in Revolution, Additional Specimen Mark scheme. Version: 1.0 AS History Paper 2H France in Revolution, 1774 1795 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

A-LEVEL History. Component 2O Democracy and Nazism: Germany, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2O Democracy and Nazism: Germany, Mark scheme June Version: 1.0 Final A-LEVEL History Component 2O Democracy and Nazism: Germany, 1918 1945 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

AS History. The English Revolution, Component 2E The origins of the English Civil War, Mark scheme.

AS History. The English Revolution, Component 2E The origins of the English Civil War, Mark scheme. AS History The English Revolution, 1625 1660 Component 2E The origins of the English Civil War, 1625 1642 Mark scheme 7041 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment

More information

AS History. America: A Nation Divided, c Component 2J The origins of the American Civil War, c Mark scheme.

AS History. America: A Nation Divided, c Component 2J The origins of the American Civil War, c Mark scheme. AS History America: A Nation Divided, c1845 1877 Component 2J The origins of the American Civil War, c1845 1861 Mark scheme 7041 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment

More information

AS History. Paper 2J America: A Nation Divided c Additional Specimen Mark scheme. Version/Stage: Stage 0.1

AS History. Paper 2J America: A Nation Divided c Additional Specimen Mark scheme. Version/Stage: Stage 0.1 AS History Paper 2J America: A Nation Divided c1845 1861 Additional Specimen Mark scheme Version/Stage: Stage 0.1 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the

More information

Further copies of this Mark Scheme are available from aqa.org.uk.

Further copies of this Mark Scheme are available from aqa.org.uk. AS History Revolution and dictatorship: Russia, 1917 1953 7041/2N The Russian Revolution and the Rise of Stalin, 1917 1929 Mark scheme 7041 June 2016 Version: 1.0 Final Mark schemes are prepared by the

More information

A-level HISTORY Paper 2O Democracy and Nazism: Germany, Mark scheme

A-level HISTORY Paper 2O Democracy and Nazism: Germany, Mark scheme A-level HISTORY Paper 2O Democracy and Nazism: Germany, 1918 1945 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of

More information

AS History. The American Dream: reality and illusion, Component 2Q Prosperity, inequality and Superpower status, Mark scheme

AS History. The American Dream: reality and illusion, Component 2Q Prosperity, inequality and Superpower status, Mark scheme AS History The American Dream: reality and illusion, 1945 1980 Component 2Q Prosperity, inequality and Superpower status, 1945 1963 Mark scheme 7041 June 2017 Version: 1.0 Final Mark schemes are prepared

More information

AS History. The English Revolution, /2E The origins of the English Civil War, Mark scheme June Version: 1.

AS History. The English Revolution, /2E The origins of the English Civil War, Mark scheme June Version: 1. AS History The English Revolution, 1625 1660 7041/2E The origins of the English Civil War, 1625 1642 Mark scheme June 2016 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and

More information

A-LEVEL History. Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, Additional Specimen Mark scheme. Version: 1.

A-LEVEL History. Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, Additional Specimen Mark scheme. Version: 1. A-LEVEL History Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953 2000 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

AS HISTORY Paper 1D Stuart Britain and the Crisis of Monarchy, Mark scheme

AS HISTORY Paper 1D Stuart Britain and the Crisis of Monarchy, Mark scheme AS HISTORY Paper 1D Stuart Britain and the Crisis of Monarchy, 1603 1649 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel

More information

AS History. Paper 1H Tsarist and Communist Russia, Additional Specimen Mark scheme. Version: 1.0

AS History. Paper 1H Tsarist and Communist Russia, Additional Specimen Mark scheme. Version: 1.0 AS History Paper 1H Tsarist and Communist Russia, 1855 1917 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

AS History. Paper 1B Spain in the Age of Discovery, Additional Specimen Mark scheme. Version: 1.0

AS History. Paper 1B Spain in the Age of Discovery, Additional Specimen Mark scheme. Version: 1.0 AS History Paper 1B Spain in the Age of Discovery, 1469 1556 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

AS History. Russia in the Age of Absolutism and Enlightenment, Component 1E Peter the Great and Russia, Mark scheme June 2016

AS History. Russia in the Age of Absolutism and Enlightenment, Component 1E Peter the Great and Russia, Mark scheme June 2016 AS History Russia in the Age of Absolutism and Enlightenment, 1682 1796 Component 1E Peter the Great and Russia, 1682 1725 Mark scheme June 2016 Version: 1.0 Final Mark schemes are prepared by the Lead

More information

AS HISTORY. Paper 1G Challenge and Transformation: Britain, c Mark scheme

AS HISTORY. Paper 1G Challenge and Transformation: Britain, c Mark scheme AS HISTORY Paper 1G Challenge and Transformation: Britain, c1851 1914 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel

More information

AS History. The British Empire, c /1J The High Water Mark of the British Empire, c Mark scheme.

AS History. The British Empire, c /1J The High Water Mark of the British Empire, c Mark scheme. AS History The British Empire, c1857 1967 7041/1J The High Water Mark of the British Empire, c1857 1914 Mark scheme 7041 June 2016 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer

More information

A-LEVEL History. Paper 1K The Making of a Superpower: USA, Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 1K The Making of a Superpower: USA, Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 1K The Making of a Superpower: USA, 1865 1975 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the

More information

AS History. The Birth of the USA, /2G The origins of the American Revolution, Mark scheme June Version: 1.

AS History. The Birth of the USA, /2G The origins of the American Revolution, Mark scheme June Version: 1. AS History The Birth of the USA, 1760 1801 7041/2G The origins of the American Revolution, 1760 1776 Mark scheme 7041 June 2016 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer

More information

AS History. The making of a Superpower: USA, Component 1K From Civil War to World War, Mark scheme.

AS History. The making of a Superpower: USA, Component 1K From Civil War to World War, Mark scheme. AS History The making of a Superpower: USA, 1865 1975 Component 1K From Civil War to World War, 1865 1920 Mark scheme 7041 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment

More information

A-LEVEL History. Paper 1F Industrialisation and the People: Britain, c Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 1F Industrialisation and the People: Britain, c Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 1F Industrialisation and the People: Britain, c1783 1885 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

AS History. Paper 1J The British Empire, c Additional Specimen Mark scheme. Version: 1.0

AS History. Paper 1J The British Empire, c Additional Specimen Mark scheme. Version: 1.0 AS History Paper 1J The British Empire, c1857 1914 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

AS History. Paper 2M Wars and Welfare: Britain in Transition, Additional Specimen Mark scheme. Version/Stage: Stage 0.1

AS History. Paper 2M Wars and Welfare: Britain in Transition, Additional Specimen Mark scheme. Version/Stage: Stage 0.1 AS History Paper 2M Wars and Welfare: Britain in Transition, 1906 1929 Additional Specimen Mark scheme Version/Stage: Stage 0.1 Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

AS History. Paper 1D Stuart Britain and the Crisis of Monarchy, Additional Specimen Mark scheme. Version/Stage: Stage 0.

AS History. Paper 1D Stuart Britain and the Crisis of Monarchy, Additional Specimen Mark scheme. Version/Stage: Stage 0. AS History Paper 1D Stuart Britain and the Crisis of Monarchy, 1603 1649 Additional Specimen Mark scheme Version/Stage: Stage 0.1 Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

A-level HISTORY Paper 2N Revolution and Dictatorship: Russia, Mark scheme

A-level HISTORY Paper 2N Revolution and Dictatorship: Russia, Mark scheme A-level HISTORY Paper 2N Revolution and Dictatorship: Russia, 1917 1953 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel

More information

A-LEVEL History. Component 1E Russia in the Age of Absolutism and Enlightenment, Mark scheme June Version: 1.

A-LEVEL History. Component 1E Russia in the Age of Absolutism and Enlightenment, Mark scheme June Version: 1. A-LEVEL History Component 1E Russia in the Age of Absolutism and Enlightenment, 1682 1796 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

A-LEVEL History. Component 1B Spain in the Age of Discovery, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 1B Spain in the Age of Discovery, Mark scheme June Version: 1.0 Final A-LEVEL History Component 1B Spain in the Age of Discovery, 1469 1598 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

A-LEVEL History. Paper 2P The Transformation of China, Additional Specimen Mark scheme. Version/Stage: Stage 0.1

A-LEVEL History. Paper 2P The Transformation of China, Additional Specimen Mark scheme. Version/Stage: Stage 0.1 A-LEVEL History Paper 2P The Transformation of China, 1936 1997 Additional Specimen Mark scheme Version/Stage: Stage 0.1 Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

A-LEVEL History. Paper 1E Russia in the Age of Absolutism and Enlightenment, Additional Specimen Mark scheme. Version: 1.

A-LEVEL History. Paper 1E Russia in the Age of Absolutism and Enlightenment, Additional Specimen Mark scheme. Version: 1. A-LEVEL History Paper 1E Russia in the Age of Absolutism and Enlightenment, 1682 1796 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

A-LEVEL History. Component 2F The Sun King: Louis XIV, France and Europe, Mark scheme June Version: 1.

A-LEVEL History. Component 2F The Sun King: Louis XIV, France and Europe, Mark scheme June Version: 1. A-LEVEL History Component 2F The Sun King: Louis XIV, France and Europe, 1643 1715 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

A-LEVEL History. Paper 2M Wars and Welfare: Britain in Transition, Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 2M Wars and Welfare: Britain in Transition, Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 2M Wars and Welfare: Britain in Transition, 1906 1957 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

A-LEVEL History. Component 2R The Cold War, c Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2R The Cold War, c Mark scheme June Version: 1.0 Final A-LEVEL History Component 2R The Cold War, c1945 1991 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

GCSE MARKING SCHEME STRENGTHENED SPECIFICATION SUMMER 2014 HISTORY OUTLINE STUDY UNIT 3: THE DEVELOPMENT OF GERMANY, /01. WJEC CBAC Ltd.

GCSE MARKING SCHEME STRENGTHENED SPECIFICATION SUMMER 2014 HISTORY OUTLINE STUDY UNIT 3: THE DEVELOPMENT OF GERMANY, /01. WJEC CBAC Ltd. GCSE MARKING SCHEME STRENGTHENED SPECIFICATION SUMMER 2014 HISTORY OUTLINE STUDY UNIT 3: THE DEVELOPMENT OF GERMANY, 1919 1991 4373/01 INTRODUCTION The marking schemes which follow were those used by WJEC

More information

A-level HISTORY Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, Mark scheme

A-level HISTORY Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, Mark scheme A-level HISTORY Paper 2T The Crisis of Communism: The USSR and the Soviet Empire, 1953 2000 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

A-LEVEL History. Paper 2L Italy and Fascism, c Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 2L Italy and Fascism, c Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 2L Italy and Fascism, c1900 1945 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

A-LEVEL History. Component 2L Italy and Fascism, c Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2L Italy and Fascism, c Mark scheme June Version: 1.0 Final A-LEVEL History Component 2L Italy and Fascism, c1900 1945 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

A-LEVEL History. Component 1K The making of a Superpower: USA, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 1K The making of a Superpower: USA, Mark scheme June Version: 1.0 Final A-LEVEL History Component 1K The making of a Superpower: USA, 1865 1975 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

A-LEVEL History. Component 1H Tsarist and Communist Russia, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 1H Tsarist and Communist Russia, Mark scheme June Version: 1.0 Final A-LEVEL History Component 1H Tsarist and Communist Russia, 1855 1964 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

A-LEVEL Citizenship Studies

A-LEVEL Citizenship Studies A-LEVEL Citizenship Studies CIST2/Democracy, Active Citizenship and Participation Mark scheme 2100 June 2015 Version/Stage: 1.0: Final Mark schemes are prepared by the Lead Assessment Writer and considered,

More information

Examiners Report January GCSE History 5HB02 2C

Examiners Report January GCSE History 5HB02 2C Examiners Report January 2013 GCSE History 5HB02 2C Edexcel and BTEC qualifications Edexcel and BTEC qualifications come from Pearson, the world s leading learning company. We provide a wide range of qualifications

More information

CA1: Germany

CA1: Germany Edexcel GCSE History A and B Controlled Assessment CA1: Germany 1918 39 What are the changes to content from 2013? The content is now structured into the following three bullet points. The green text indicates

More information

1929 The CRASH. Aim: How did the Wall Street Crash lead to the growth of the Nazi Party?

1929 The CRASH. Aim: How did the Wall Street Crash lead to the growth of the Nazi Party? 1929 The CRASH Aim: How did the Wall Street Crash lead to the growth of the Nazi Party? What issues did the Weimar Republic face in 1928? International relations Locarno, Kellogg-Briand, League of Nations

More information

A-level HISTORY Paper 2M Wars and Welfare: Britain in Transition, Mark scheme

A-level HISTORY Paper 2M Wars and Welfare: Britain in Transition, Mark scheme A-level HISTORY Paper 2M Wars and Welfare: Britain in Transition, 1906 1957 Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by

More information

Mark Scheme (Results) Summer Pearson Edexcel GCSE in History A (5HA02) Paper 2A Unit 2: Modern World Depth Study Option 2A: Germany,

Mark Scheme (Results) Summer Pearson Edexcel GCSE in History A (5HA02) Paper 2A Unit 2: Modern World Depth Study Option 2A: Germany, Mark Scheme (Results) Summer 2015 Pearson Edexcel GCSE in History A (5HA02) Paper 2A Unit 2: Modern World Depth Study Option 2A: Germany, 1918 39 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications

More information

AS-LEVEL HISTORY. Unit HIS2Q: The USA and Vietnam, Mark scheme June Version 1: Final Mark Scheme

AS-LEVEL HISTORY. Unit HIS2Q: The USA and Vietnam, Mark scheme June Version 1: Final Mark Scheme AS-LEVEL HISTORY Unit HIS2Q: The USA and Vietnam, 1961 1975 Mark scheme 1041 June 2015 Version 1: Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

Chapter 15. Years of Crisis

Chapter 15. Years of Crisis Chapter 15 Years of Crisis Section 2 A Worldwide Depression Setting the Stage European nations were rebuilding U.S. gave loans to help Unstable New Democracies A large number of political parties made

More information

A-LEVEL History. Component 2N Revolution and dictatorship: Russia, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2N Revolution and dictatorship: Russia, Mark scheme June Version: 1.0 Final A-LEVEL History Component 2N Revolution and dictatorship: Russia, 1917 1953 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

A-LEVEL Citizenship Studies

A-LEVEL Citizenship Studies A-LEVEL Citizenship Studies CIST2 Unit 2 Democracy, Active Citizenship and Participation Mark scheme 2100 June 2016 Version 1.0: Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer

More information

A-LEVEL History. Paper 1G Challenge and Transformation: Britain, c Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 1G Challenge and Transformation: Britain, c Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 1G Challenge and Transformation: Britain, c1851 1964 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

Examiners Report January GCSE History 5HB02 2C

Examiners Report January GCSE History 5HB02 2C Examiners Report January 2012 GCSE History 5HB02 2C Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the world s leading learning company. We provide a wide range of qualifications

More information

GCSE HISTORY (8145) EXAMPLE RESPONSES. Marked Papers 1A/B Germany, : Democracy and dictatorship

GCSE HISTORY (8145) EXAMPLE RESPONSES. Marked Papers 1A/B Germany, : Democracy and dictatorship GCSE HISTORY (8145) EXAMPLE RESPONSES Marked Papers 1A/B Germany, 1890 1945: Democracy and dictatorship Understand how to apply the mark scheme for our sample assessment papers. Version 1.0 April 2018

More information

Subject Overview History GCSE Year 11

Subject Overview History GCSE Year 11 Subject Overview History GCSE Year 11 Course Summary AQA GCSE history Unit / Module Unit 1 (91451) Unit 2 Course: GCSE History Overall Summary UNIT ` Exam / Controlled % of course UMS allocation Marks

More information

A-LEVEL Citizenship Studies

A-LEVEL Citizenship Studies A-LEVEL Citizenship Studies CIST1/Identity, Rights and Responsibilities Mark scheme 2100 June 2015 Version/Stage: 1.0: Final Mark schemes are prepared by the Lead Assessment Writer and considered, together

More information

Subject Overview History GCSE Year 11

Subject Overview History GCSE Year 11 Subject Overview History GCSE Year 11 Course Summary AQA GCSE history Unit / Module Unit 1 (91451) Unit 2 Course: GCSE History Overall Summary UNIT ` Exam / Controlled % of course UMS allocation Marks

More information

Examiners Report June GCSE History B 5HB02 2C

Examiners Report June GCSE History B 5HB02 2C Examiners Report June 2014 GCSE History B 5HB02 2C Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest awarding body. We provide a wide range of qualifications

More information

Time frame Key Issues Content Focus

Time frame Key Issues Content Focus Unit 1: International Relations: Conflict and Peace in the 20th Century (Paper 1) Part 1: The Origins of the First World Y.10 September to October 1. Why were there two armed camps in Europe in 1914? Development

More information

A-level History. 7042/2L Italy and Fascism, c Report on the Examination. June Version: 1.0

A-level History. 7042/2L Italy and Fascism, c Report on the Examination. June Version: 1.0 A-level History 7042/2L Italy and Fascism, c1900 1945 Report on the Examination June 2017 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2017 AQA and its licensors.

More information

Examiners Report June GCSE History 5HA02 2A

Examiners Report June GCSE History 5HA02 2A Examiners Report June 2016 GCSE History 5HA02 2A Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest awarding body. We provide a wide range of qualifications

More information

GCSE HISTORY (8145) EXAMPLE RESPONSES. Marked Papers 1B/B Conflict and Tension: The inter-war years,

GCSE HISTORY (8145) EXAMPLE RESPONSES. Marked Papers 1B/B Conflict and Tension: The inter-war years, GCSE HISTORY (8145) EXAMPLE RESPONSES Marked Papers 1B/B Conflict and Tension: The inter-war years, 1918 1939 Understand how to apply the mark scheme for our sample assessment papers. Version 1.0 April

More information

German Foreign Policy

German Foreign Policy German Foreign Policy 1933-1939 Presentation by Mr Young Europe after World War I Your Task You are an expert in foreign policy It is your job to advise the new leaders of Germany You will be told about

More information

Example Candidate Responses (Standards Booklet)

Example Candidate Responses (Standards Booklet) Example Candidate Responses (Standards Booklet) Cambridge IGCSE History 0470 Cambridge Secondary 2 Example Candidate Responses (Standards Booklet) Cambridge IGCSE History 0470 Copyright Acknowledgements:

More information

Examiners Report June GCSE History 5HA02 2A

Examiners Report June GCSE History 5HA02 2A Examiners Report June 2011 GCSE History 5HA02 2A Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic,

More information

TIMELINE OF EVENTS

TIMELINE OF EVENTS GERMANY TIMELINE OF EVENTS TIMELINE OF EVENTS TIMELINE OF EVENTS TIMELINE OF EVENTS TIMELINE OF EVENTS THE WEIMAR REPUBLIC o THE WEIMAR CONSTITUTION (vs monarchy) and problems o KEY EVENTS & how they led

More information

The Rise of Dictators Ch 23-1

The Rise of Dictators Ch 23-1 The Rise of Dictators Ch 23-1 The Main Idea The shattering effects of World War I helped set the stage for a new, aggressive type of leader in Europe and Asia. Content Statement/Learning Goal Analyze the

More information

The Rise of Dictators Ch 23-1

The Rise of Dictators Ch 23-1 The Rise of Dictators Ch 23-1 The Main Idea The shattering effects of World War I helped set the stage for a new, aggressive type of leader in Europe and Asia. Content Statement/Learning Goal Analyze the

More information

GCE History A. Mark Scheme for June Unit Y248/01: International Relations Advanced Subsidiary GCE H105

GCE History A. Mark Scheme for June Unit Y248/01: International Relations Advanced Subsidiary GCE H105 GCE History A Unit Y248/01: International Relations 1890 1941 Advanced Subsidiary GCE H105 Mark Scheme for June 2016 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK

More information

Examiners Report January 2010

Examiners Report January 2010 Examiners Report January 2010 GCSE History 5HA02 2A Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH ii Edexcel is one of the leading

More information

A-LEVEL History. Paper 1C The Tudors: England, Additional Specimen Mark scheme. Version: 1.0

A-LEVEL History. Paper 1C The Tudors: England, Additional Specimen Mark scheme. Version: 1.0 A-LEVEL History Paper 1C The Tudors: England, 1485 1603 Additional Specimen Mark scheme Version: 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,

More information

Pearson Edexcel International GCSE History Paper 1 Depth example answers

Pearson Edexcel International GCSE History Paper 1 Depth example answers Pearson Edexcel International GCSE History Paper 1 Depth example answers April 2018 About this pack The example answers contained in this pack are indicative of the types of answers students may produce

More information

A-LEVEL History. Component 2G The Birth of the USA, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2G The Birth of the USA, Mark scheme June Version: 1.0 Final A-LEVEL History Component 2G The Birth of the USA, 1760 1801 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant

More information

Years of Crisis. Chapter 15

Years of Crisis. Chapter 15 Years of Crisis Chapter 15 Great Britain Postwar Problems Severe Economic Problems No jobs for soldiers Relied on trade dropped why? 40% fleet destroyed US/Japan Increased tariffs Old technology Couldn

More information

Between the Wars Timeline

Between the Wars Timeline Between the Wars Timeline 1914 1918 I. Aggression and Appeasement 1939 1945 WWI 10 million casualties Versailles Treaty: Germany blamed, reparations, took colonies, occupied Germany A. Europe was destroyed

More information

A-Level POLITICS PAPER 1

A-Level POLITICS PAPER 1 A-Level POLITICS PAPER 1 Government and politics of the UK Mark scheme Version 1.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel

More information

Ideological Alternatives: Soviet Union and Germany. Inter War World: The Great Depression

Ideological Alternatives: Soviet Union and Germany. Inter War World: The Great Depression Ideological Alternatives: Soviet Union and Germany Inter War World: The Great Depression Ideological Alternatives Has Capitalism Failed? This was not an academic question in the early 1930s America, Western

More information

A-level History. 7042/1J The British Empire, c Report on the Examination. June Version: 1.0

A-level History. 7042/1J The British Empire, c Report on the Examination. June Version: 1.0 A-level History 7042/1J The British Empire, c1857 1967 Report on the Examination June 2017 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2017 AQA and its licensors.

More information

In the Aftermath of World War I, Nations Were Forever Changed

In the Aftermath of World War I, Nations Were Forever Changed In the Aftermath of World War I, Nations Were Forever Changed By ThoughtCo.com, adapted by Newsela staff on 10.18.17 Word Count 1,016 Level 1050L German Johannes Bell signs the Treaty of Versailles in

More information

Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century.

Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. 7-4.4: Compare the ideologies of socialism, communism,

More information

Unit 5 Canada in the Second World War. 5.1 Causes of war: Treaty of Versailles, Rise of Fascism, Failure of League of Nations, and appeasement

Unit 5 Canada in the Second World War. 5.1 Causes of war: Treaty of Versailles, Rise of Fascism, Failure of League of Nations, and appeasement Unit 5 Canada in the Second World War 5.1 Causes of war: Treaty of Versailles, Rise of Fascism, Failure of League of Nations, and appeasement Invasion of Poland The most immediate cause to the war as the

More information

Fascism April 28, 2011

Fascism April 28, 2011 Fascism on the rise Benito Mussolini Born became a left-wing revolutionary journalist during the Great War. During the war he took a nationalist turn He was outraged at how Italy was treated at Versailles

More information

A-LEVEL History. Component 2S The Making of Modern Britain, Mark scheme June Version: 1.0 Final

A-LEVEL History. Component 2S The Making of Modern Britain, Mark scheme June Version: 1.0 Final A-LEVEL History Component 2S The Making of Modern Britain, 1951 2007 Mark scheme 7042 June 2017 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

Version 1.0: General Certificate of Education January AS History 1041 HIS2M Unit 2M Life in Nazi Germany, Final.

Version 1.0: General Certificate of Education January AS History 1041 HIS2M Unit 2M Life in Nazi Germany, Final. Version 1.0: 0112 General Certificate of Education January 2012 AS History 1041 HIS2M Unit 2M Life in Nazi Germany, 1933 1945 Final Mark Scheme Mark schemes are prepared by the Principal Examiner and considered,

More information

The Rise of Totalitarian leaders as a Response to the Great Depression NEW POLITICAL PARTIES IN EUROPE BEFORE WWII!!

The Rise of Totalitarian leaders as a Response to the Great Depression NEW POLITICAL PARTIES IN EUROPE BEFORE WWII!! The Rise of Totalitarian leaders as a Response to the Great Depression NEW POLITICAL PARTIES IN EUROPE BEFORE WWII!! COMMUNISM AND THE SOVIET UNION The problems that existed in Germany, Italy, Japan and

More information

AS-LEVEL HISTORY. Unit HIS2M: Life in Nazi Germany, Mark scheme June Version V1 Final Mark Scheme

AS-LEVEL HISTORY. Unit HIS2M: Life in Nazi Germany, Mark scheme June Version V1 Final Mark Scheme AS-LEVEL HISTORY Unit HIS2M: Life in Nazi Germany, 1933 1945 Mark scheme 1041 June 2015 Version V1 Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with

More information

THE COMING OF WORLD WAR II

THE COMING OF WORLD WAR II THE COMING OF WORLD WAR II 1935-1941 Rise of Totalitarian States Totalitarianism theory of government in which a single party or leader controls the economic, social and cultural lives of people. Some

More information

A-level History. 7042/1H Tsarist and Communist Russia, Report on the Examination. June Version: 1.0

A-level History. 7042/1H Tsarist and Communist Russia, Report on the Examination. June Version: 1.0 A-level History 7042/1H Tsarist and Communist Russia, 1855 1964 Report on the Examination June 2017 Version: 1.0 Further copies of this Report are available from aqa.org.uk Copyright 2017 AQA and its licensors.

More information

Subject Overview

Subject Overview Subject Overview 2018 2019 Department Name: Head of Department: History Mr C McVeigh Subject Teachers: Mr T Finch Mr M Groenewald Mrs E Jones Miss A Maddison Accommodation and Resources: Rooms 51, 52,

More information

Roots of Appeasement Adolf Hitler Treaty of Versailles reparation Luftwaffe Kreigesmarine Wehrmacht Lebensraum

Roots of Appeasement Adolf Hitler Treaty of Versailles reparation Luftwaffe Kreigesmarine Wehrmacht Lebensraum On October 1, 1938, Prime Minister Neville Chamberlain returned to Great Britain to announce that peace with honor had been preserved by his signature in the Munich Pact. This was an agreement that gave

More information

Specimen Mark Scheme

Specimen Mark Scheme General Certificate of Secondary Education Citizenship Studies (Short Course & Full GCSE) Unit 1 Written Paper: CODE/W Specimen Mark Scheme Mark schemes are prepared by the Principal Examiner and considered,

More information

General Studies Specification B

General Studies Specification B GCE 2005 January Series abc General Studies Specification B Unit GSB5 Power-Regulation Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel

More information

Examiners Report June GCE History 6HI03 D

Examiners Report June GCE History 6HI03 D Examiners Report June 2016 GCE History 6HI03 D Edexcel and BTEC Qualifications Edexcel and BTEC qualifications come from Pearson, the UK s largest awarding body. We provide a wide range of qualifications

More information

World War I and the Great Depression Timeline

World War I and the Great Depression Timeline World War I and the Great Depression Timeline League of Nations What did it do? Established the mandate system Mandates former colonies/territories of defeated Central Powers administered by mainly France

More information

Mark Scheme (Results) Summer Pearson Edexcel GCE in History (8HI0) Paper 1G. Paper 1: Breadth study with interpretations

Mark Scheme (Results) Summer Pearson Edexcel GCE in History (8HI0) Paper 1G. Paper 1: Breadth study with interpretations Mark Scheme (Results) Summer 2016 Pearson Edexcel GCE in History (8HI0) Paper 1G Paper 1: Breadth study with interpretations Option 1G: Germany and West Germany, 1918-89 Edexcel and BTEC Qualifications

More information

Explain how dictators and militarist regimes arose in several countries in the 1930s.

Explain how dictators and militarist regimes arose in several countries in the 1930s. Objectives Explain how dictators and militarist regimes arose in several countries in the 1930s. Summarize the actions taken by aggressive regimes in Europe and Asia. Analyze the responses of Britain,

More information

The main terms of the Treaty of Versailles were:

The main terms of the Treaty of Versailles were: In 1919, Lloyd George of England, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the US met to discuss how Germany was to be made to pay for the damage world war one had caused. Woodrow

More information

GCE MARK SCHEME SUMMER 2015 HISTORY - UNIT HY2 DEPTH STUDY 9. NAZI GERMANY c /09. WJEC CBAC Ltd.

GCE MARK SCHEME SUMMER 2015 HISTORY - UNIT HY2 DEPTH STUDY 9. NAZI GERMANY c /09. WJEC CBAC Ltd. GCE MARK SCHEME SUMMER 2015 HISTORY - UNIT HY2 DEPTH STUDY 9 NAZI GERMANY c. 1933-1945 1232/09 HISTORY MARK SCHEME UNIT 2 DEPTH STUDY 9 NAZI GERMANY c. 1933-1939 Part (a) Distribution of marks within

More information

Unit 3.1 Appeasement and World War II

Unit 3.1 Appeasement and World War II Unit 3.1 Appeasement and World War II 3.1.1 Pan-Germanism: German nationalist doctrine aiming at the union of all German-speaking peoples under German rule. Pan-Germanists were especially interested in

More information

Who Would You Vote For?

Who Would You Vote For? Who Would You Vote For? Contestant #1 I have had numerous affairs, have selfinterested policies and suffer from ailing health. Contestant #2 I have a drinking habit and a defiant tongue or attitude Contestant

More information

MARKSCHEME. November 2010 HISTORY ROUTE 2. Higher Level and Standard Level. international relations Paper 1 Peacemaking, peacekeeping

MARKSCHEME. November 2010 HISTORY ROUTE 2. Higher Level and Standard Level. international relations Paper 1 Peacemaking, peacekeeping N10/3/HISTX/BP1/ENG/TZ0/XX/S1/M MARKSCHEME November 2010 HISTORY ROUTE 2 Higher Level and Standard Level Paper 1 Peacemaking, peacekeeping international relations 1918 36 5 pages 2 N10/3/HISTX/BP1/ENG/TZ0/XX/S1/M

More information